2025 International Inclusion Institute

Dr. Walter Gilliam has stated that “Suspensions and expulsion are adult decisions and adult reactions to children’s behavior in those settings.” Join us to learn about our Behavior Support Network, rooted within the Pyramid Model’s evidence-based framework. From conception to implementation, presenters will describe how a behavior support network came to be a viable support for child care teachers. A description of how the PTR-YC model was adapted for use in child care will be discussed and; implementation successes and challenges will be shared. Join us on one state’s journey to implement behavior supports in child care. 

State education agencies play a critical role in supporting school districts to collect and utilize data effectively, enabling them to plan, evaluate, and enhance programs designed to support young children with disabilities in accessing, participating, and achieving high expectations within inclusive early childhood settings. This session will explore the data that states are mandated to collect as part of the Annual Performance Report (APR), specifically focusing on the types of programs attended by preschool-aged children with disabilities and the environments in which they receive special education and related services. Participants will also gain insights into additional key data that districts can leverage to ensure inclusive opportunities for every child, evaluate the quality of early childhood programs, and assess outcomes for both children and families. Finally, this session will emphasize the importance of regular data review and analysis to promote accountability, strategic planning, and continuous program improvement. Through a combination of presentations and interactive discussions, attendees will examine national, state, and local data trends and their practical application in expanding inclusive opportunities for young children with disabilities. Participants will also have the opportunity to share experiences and strategies, fostering mutual learning and collaboration.

Making individualized Least Restrictive Environment (LRE) placement decisions by first considering a regular early childhood program is a requirement under IDEA. Join the conversation to explore key data, factors, and leveraging points of your state, district and local community to identify:where children are who are key partners;which policies influence your actions, how funding sources may be used, and a commitment to action to support and expand inclusive opportunities for young children with disabilities. Tools and resources will be shared.

In this session, adults with disabilities discuss their journey from the early years into adulthood. While systems and services have improved incrementally over time, there are still barriers to full inclusion and belonging in society. The panelists will share their stories about challenges, supports, as well as key considerations of what practitioners, families, and communities could do within their spheres of influence to support children to reach their full potential and truly belong wherever they go.

Dive deep into the world of itinerant services and uncover strategies that have positively impacted the lives of young children and families across states and school districts. In this session, we'll explore system-level considerations and innovative implementation approaches designed to enhance your programs.  We will share guidance for embedding instruction, collaborative planning, IEP placement decisions, logistics, and professional development. Participants will have the chance to review the Illinois Itinerant Guidance, reflect on the content, and engage in discussions on how itinerant services can be brought to life in your programs.